MILK 

and 

Our  School  Children 


Health  Education  No.  11 

DEPARTMENT  OF  THE  INTERIOR 
BUREAU  OF  EDUCATION 

1922 


WASHINGTON   :  GOVERNMENT  PRINTING  OFFICE  :  IBM 


Health!  Strength!  Joy! 


RULES  OF 
THE  HEALTH  GAME 

|    A  full  bath  more  than  once  a  week 

9   Brushing  the  teeth  at  least  once  every  day 

3  Sleeping  long  hours  with  windows  open 

^  Drinking  as  much  milk  as  possible,  but  no 
coffee  or  tea 

^   Eating  some  vegetables  or  fruit  every  day 
^  Drinking  at  least  four  glasses  of  water  a  day 
7   Playing  part  of  every  day  out  of  doors 
A  bowel  movement  every  morning 


MILK 

and 

Our  School  Children 


BY 

BERNICE  C.  REANEY 

Associate  Professor  of  Home  Economics,  University 
of  Tennessee 


Prepared  for 

THE  BUREAU  OF  EDUCATION  by  the 
CHILD    HEALTH    ORGANIZATION 


OF  AMERICA 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 
1922 


FOREWORD. 


The  material  presented  here  was  prepared  by  Miss  Bernice  Reaney 
as  a  thesis  for  a  master's  degree.  As  it  was  not  possible  to  publish 
the  entire  thesis,  owing  to  lack  of  space,  it  has  been  necessary  in 
editing  the  publication  to  omit  and  abbreviate  certain  sections. 

Part  I  of  the  thesis  contained  a  very  careful  and  detailed  expla- 
nation of  the  method  by  which  the  data  regarding  the  extent  of 
the  use  of  milk  by  school  children  was  obtained.  The  facts  brought 
out  are  of  significance  and  importance,  but  it  has  seemed  best  to  sum- 
marize these  rather  briefly,  in  order  that  greater  space  may  be 
given  Parts  II  and  III,  which  offer  so  much  in  practical  suggestion 
and  concrete  material. 

This  problem  of  how  to  interest  children  in  drinking  milk  will 

i 

have  as  many  solutions  as  there  are  ingenious  teachers  who  will 
work  out  the  answer  in  the  light  of  the  individual  needs  of  their 
respective  pupils. 

This  pamphlet  describes  the  steps  by  which  one  teacher  in  Grade 
III  solved  her  particular  problem.  Facts  about  milk  were  pre- 
sented, but  the  success  of  her  work  lay  not  in  the  facts  taught  or 
remembered  but  in  the  lesson  learned:  These  children  are  now 
drinking  milk. 


THey  WOA/TGCTCOLD 

FAT  ill  Ml  LK  KeePSTHeMWABw 


Poster  Made  by  a  Child  in  Grade  III. 

PARTI. 
HOW  MANY  SCHOOL  CHILDREN  DRINK  MILK? 

What  are  the  facts? 

The  best  way  to  find  out  is  to  ask  the  children  themselves.  That 
is  just  what  was  done  in  a  recent  investigation,  the  results  of  which 
are  thoroughly  disturbing. 

Imagine  a  group  of  7,738  American  school  children  representing 
a  fair  cross  section  of  a  number  of  elementary  schools  covering 
several  States.  In  this  group  are  children  of  all  grades  from  the 
first  to  the  eighth.  They  are  the  boys  and  girls  we  all  know  so  well, 
some  bright  and  gay  and  attractive,  some  a  little  ragged,  most  of 
them  full  of  the  quick  response  to  suggestion  that  is  characteristic 
of  the  American  school  child. 

They  were  asked  whether  they  drank  whole  milk.  The  question 
was  printed  on  cards,  and  answered  at  home.  Only  50  per  cent 
responded  "  yes  "  to  this  question. 

Considering  the  recognized  food  value  of  milk,  it  seems  to  be  a 
critical  situation  that  3,856  children  out  of  the  7,738  are  not  drinking 
whole  milk. 


But  {that  ii(ii6tl. -the  only  fact  that  the  investigation  unearthed. 
Se\ eijty-fiye  nor'  cent'  reported  liking  milk.  Fifty  per  cent  had  a 
(toncc  'to  drink  it,  ;\r,u.  (frank  it,  as  has  been  stated.  Twenty-five  per 
cent  reported  liking  to  drink  it,  but  never  having  a  chance. 

DIAGRAM  No.   1. 


Children  drinking  sweet 
milk  daily 

50% 
(50.2%) 


Children  NOT  drinking  sweet 
ilk  daily 
50% 
(49.8%) 


It  was  found  that  in  practically  all  cases  in  which  children  said 
they  liked  milk,  and  yet  did  not  get  it,  there  was  no  milk  bought  in 
the  home.  The  problem  is  not  entirely  economic  in  these  cases — it 
reflects  a  general  lack  of  knowledge  of  the  food  value  of  milk. 

Tea  and  coffee  were  found  to  be  freely  used  by  the  children. 
Eighteen  and  a  half  per  cent  are  drinking  tea  regularly,  and  most  of 
these  are  children  of  the  first  four  grades.  Of  these  tea-drinking 
babies,  54  per  cent  did  not  drink  milk.  Thirty-eight  and  a  half  per 
cent  of  the  7,738  children  drink  coffee  regularly.  Some  of  the  coffee 
drinking  was  in  the  upper  grades,  but  there  was  plenty  of  it  among 
the  smallest  children.  Thirty-four  per  cent  of  the  children  of  the 
first  grade  drink  coffee  regularly.  And  of  the  coffee  drinkers,  58 
per  cent  do  not  drink  milk.  The  investigation  furnished  many  inter- 
esting details,  but  it  teaches  one  big  lesson :  American  parents  and 
children  must  be  taught  the  nutritional  value  of  milk. 


PART  II. 
WHY  SCHOOL  BOYS  AND  GIRLS  NEED  MILK. 

Nature  provides  milk  for  the  feeding  of  the  young  of  all  higher 
types  of  animals.  Cow's  milk  for  the  calf,  mare's  milk  for  the  colt, 
and  mother's  milk  for  the  baby  are  almost  perfect  in  food  value. 
Cow's  milk  for  the  bab}r  does  not  contain  nature's  exact  proportions 


of  necessary  food  elements,  although  each  class  of  foods  is  repre- 
sented. The  word  milk  in  this  country  generally  denotes  cow's  whole 
milk. 

Childhood  is  the  period  of  growth.  If  children  are  to  have  strong 
bodies,  it  is  important  that  they  use  the  best  building  material.  We 
have  no  food  which  contains  as  many  of  the  elements  necessary  for 
growth  and  repair  as  does  milk. 

In  addition  to  material  for  growth,  children  need  fuel  to  keep  the 
body  warm  and  to  supply  energy  for  muscular  activities.  Milk  con- 
tains those  substances  which  provide  good  fuel. 

Foods  Contained  in  Milk.. 

Protein  is  essential  for  building  and  repairing  the  muscle  tissue. 
Milk  contains  3.5  per  cent  of  this  valuable  class  of  food. 

Protein  is  also  found  in  meat,  fish,  eggs,  cheese,  peas,  beans,  and 
cereals,  but  some  protein  from  milk  and  animal  foods  seems  to  be 
necessary  for  good  health  and  bodily  resistance. 

As  the  curd  of  milk  contains  most  of  the  protein,  cottage  cheese  is 
rich  in  this  muscle-building  food.  If  more  protein  is  obtained  than 
can  be  used  for  tissue  building  it  is  used  as  a  fuel — giving  heat  and 
energy  to  the  body.  However,  for  fuel  it  is  generally  considered 


MUSCLES 


Poster  Made  by  a  Child  in  Grade  III. 


best  not  to  use  protein  foods  in  the  place  of  carbohydrates  or  fats, 
as  this  puts  too  great  a  tax  upon  the  digestive  activities. 

Skimmed  milk  and  buttermilk  are  a  source  of  inexpensive  protein 
even  though  all  or  nearly  all  the  fat  has  been  removed. 

As  soon  as  the  milk  reaches  the  stomach  it  is  formed  into  curds 
by  the  action  of  the  gastric  juices.  This  process  of  coagulation  may 
be  illustrated  by  the  making  of  junket.  The  commercial  preparation 
of  rennin  used  in  making  junket  is  generally  obtained  from  the 
stomach  of  the  calf. 

Fat  in  Milk. 

The  fat  found  in  milk  is  a  very  valuable  food.  It  supplies  heat  for 
warmth  and  energy  to  the  body  and  builds  adipose  tissue.  The  most 
important  sources  of  fat  in  large  amounts  are  cream,  butter,  olive  oil, 
cotton-seed  oil,  bacon,  and  fat  meats. 

Food  materials  are  often  referred  to  in  relation  to  the  amount  of 
heat  which  they  are  able  to  produce.  The  unit  of  measuring  heat  is 
called  a  calorie.  A  calorie  is  the  amount  of  heat  required  to  raise  a 
kilogram  (2.2  pounds)  of  water  1°  C.  Fat  yields  nine  calories  of 
heat  for  every  gram  used.  About  five-eighths  of  a  glass  of  milk 
will  yield  100  calories. 

Sometimes  unscrupulous  milk  dealers  add  water  to  milk,  or  skim 
the  cream  from  the  milk.  For  this  reason  the  majority  of  our  States 
have  legislation  requiring  a  standard  minimum  of  fat  in  milk.  Milk 
containing  3.75  per  cent  fat  is  considered  good  milk. 

Mineral  Elements. 

About  seven-tenths  per  cent  of  milk  is  mineral  matter. 

One  of  the  most  valuable  of  these  minerals  is  calcium  or  lime. 
Lime  helps  to  build  bone.  If  children  are  to  have  strong  bones  and 
firm  white  teeth,  they  must  have  lime  and  plenty  of  it.  Milk  is  not 
only  rich  in  lime  but  is  also  perhaps  the  cheapest  food  for  supplying 
lime  in  the  necessary  quantity. 

Phosphorus,  necessary  to  the  tissues  of  the  body,  is  also  found  in 
milk. 

Milk  contains  a  very  valuable  form  of  iron,  but  in  small  amount, 
so  that  it  is  necessary  for  children  to  eat  plenty  of  other  foods  Avhich 
will  also  supply  iron,  such  as  green  vegetables,  fruits,  egg  yolks,  and 
whole  grains. 

Carbohydrates  in  Milk- 

Milk  contains  a  sugar  called  lactose,  which  makes  it  sweet.  When 
milk  bacteria  act  on  lactose,  an  acid  is  formed  known  as  lactic  aci'd. 
Sour  milk  is  milk  which  has  begun  to  separate  into  curds  and  whey. 
The  whey  of  milk  contains  most  of  the  sugar.  Lactose  is  easily 


digested  and  gives  warmth  and  energy  to  the  body.     The  average 
amount  of  lactose  in  milk  is  5  per  cent. 

This  sugar  of  milk  belongs  to  that  group  of  foods  including  all 
sugars  and  starches  called  carbohydrates,  Although  lactose  is  more 
quickly  and  easily  digested  than  the  starch  found  in  cereals  and 


t 
i 


**» 


THESE 


Poster  Made  by  a  Child  in  Grade  III, 

vegetables,  carbohydrates  may  be  obtained  with  less  expense  from 
the  latter,  and  these  foods  also  help  to  keep  the  digestive  tract  in 
good  condition.  Therefore,  cereals' and  vegetables  should  supple- 
ment milk  in  the  diet. 


Vitamines. 

In  milk  are  found  also  the  accessory  food  factors  which  have  been 
called  vitamines.  Beyond  the  fact  that  vitamines  are  essential  to 
the  promotion  of  health  and  normal  development,  little  is  known 
about  their  exact  nature  and  composition.  At  least  three  of  these 
food  factors  have,  been  distinguished  because  of  the  different  effects 
produced  by  their  absence  from  the  diet ;  these  three  have  been  called 
fat  soluble  A,  water  soluble  B,  and  water  soluble  C  vitamines. 

Fat  soluble  A  was  first  detected  in  butter  fat  and  egg  yolk,  and  it  is 
also  found  in  a  lesser  degree  in  tomatoes,  carrots,  and  leafy  vege- 
tables. The  presence  of  this  food  factor  in  the  diet  seems  to  be 
essential  to  normal  growth. 

Water  soluble  B  is  found  in  milk,  milk  products,  whole  grain 
products,  citrus  fruits,  orange  juice,  nuts,  tomatoes,  and  most  vege- 
tables. This  food  factor  seems  to  be  essential  in  maintaining  life  and 
it  has  been  shown  that  the  disease  known  as  beri-beri  is  a  result  of  a 
diet  deficient  in  this  vitamine. 

The  presence  of  water  soluble  C  in  the  diet  prevents  scurvy.  Since 
fruits  and  tomatoes  are  especially  rich  sources  for  this  vitamine,  it  is 
advisable  to  include  some  of  these  foods  in  the  diet  to  insure  a 
sufficient  amount  of  this  valuable  substance. 

Water  in  Milk. 

About  87  per  cent  of  milk  is  water.  Water  is  necessary  to  every 
living  tissue  and  to  the  fluids  of  the  body.  However,  one  should  not 
use  milk  for  its  water  content ;  milk  is  a  food,  not  a  drink.  If  one 
should  drink  enough  milk  to  supply  the  amount  of  water  needed,  the 
rest  of  one's  diet  would  have  to  be  much  reduced. 

In  making  evaporated,  condensed,  and  dried  milk,  part  of  the 
water  is  removed ;  therefore,  when  milk  in  concentrated  form  is  used, 
sufficient  water  to  replace  that  lost  should  be  added.  When  the  above 
forms  of  milk  are  used,  tomato  or  fresh  fruit  should  be  added  to  the 
diet  in  order  to  supply  water  soluble  C  which  is  lost. 

DO  SCHOOL  BOYS  AND  GIRLS  NEED  MILK  EVERY  DAY? 

Yes — because  milk  is  the  best  and  most  important  food  in  the 
diet  of  the  school  child.  No  other  food  can  take  its  place.  -It  con- 
tains the  elements  necessary  for  the  growth  of  the  different  structures 
of  the  body  and  supplies  heat  and  muscular  activity. 


As  the  fat  of  milk  is  especially  valuable  for  its  growth-promoting 
qualities,  children  should,  if  possible,  have  unskimmed  milk.  If  for 
any  reason  the  fat  of  milk  (cream)  must  be  removed,  fat  should  be 
supplied  in  the  form  of  butter.  Butter  substitutes  may  be  used,  but 
should  not  be  given  as  the  sole  fat  unless  plenty  of  green  or  leafy 
vegetables  are  used  every  day. 

Children  over  five  years  of  age  should  usually  have  one  pint  of 
milk  a  day.  If  children  will  not  drink  milk  readily,  it  may  be  given 
in  the  following  forms :  Creamed  soups,  sauces  and  vegetables,  cocoa, 
eggnogs,  junket,  milk  puddings,  milk  cooked  with  cereals.,  cottage 
cheese,  frozen  creams,  and  milk  sherbet. 

It  is  better  not  to  give  very  cold  milk  to  children. 

In  addition  to  milk,  the  diet  of  the  school  child  should  always  con- 
tain cereals,  vegetables,  and  fruit. 

BIBLIOGRAPHY. 
(This  list  includes  bulletins  which  may  be  obtained  free.) 

I.  United  States  Department  of  Agriculture:  (a)  Farmers'  Bulletin  363 — The 
Use  of  Milk  as  a  Food.  (&)  Farmers'  Bulletin  413 — Care  of  Milk 
and  Its  Use  in  the  Home,  (c)  Farmers'  Bulletin  717 — Food  for  Young 
Children.  (d)  Department  Bulletin  177 — The  Production  and  Con- 
sumption of  Dairy  Products,  (e)  Circular  109 — Cottage  Cheese 
Dishes. 
II.  United  States  Bureau  of  Education.  Health  Education  Series  No.  2 — 

The  Diet  of  the  School  Child. 
III.  United   States  Department  of  Labor.     Care  of  Children   Series,   Bulletin 

X0.  35 — Milk  the  Indispensable  Food   for  Children.     Mendenhall. 
IV*   Metropolitan  Life  Insurance  Co.,  New  York  City — All  about  Milk. 
V.  Many  of  the  State  agricultural  colleges  have  published  excellent  bulletins 
on  milk  and  its  use. 

(This  list  includes  a  few  booths  which  may  be  obtained  from  any  good 

school  library.) 

McCollum,  E.  V.     The  Newer  Knowledge  of  Nutrition.     Macmillan  Co. 

Race.  Joseph.     Examination  of  Milk.    Wiley  &  Sons. 

I  Jose,  Mary  Swartz.     Feeding  the  Family.     Chapters  S,  9,  and  10.     Macmillan 

Co. 

Rosenau,  M.  J.  The  Milk  Question.  Houghton  Mifflin  Co. 
Savage,  W.  G.  Milk  and  the  Public  Health.  Macmillan  Co. 
Sherman,  Henry  G.  Food  Products.  Chapter  .°>.  Macmillan  Co. 

-  Chemistry  of  Food  and  Nutrition  (ncir  edition).    Macmillan  Co. 
Vulte,   H.  T.     Food    Industries.     1st  edition.     Chapters   10  and   17.     Chemical 

Publishing  Co. 
Wing,  H.  H.    Milk  and  Its  Products.     Macmillan  Co. 


105116°— 22- 


Children  at  Wor\  Demonstrating  Milk  Fads  in  the  Classroom  where  these  Lessons 

were  Developed. 

PART  III. 

MILK  FACTS  MADE  REAL. 

(Outline  of  a  series  of  12  lessons  given  in  the  third  grade  of  the  Peabody  Demonstration  School 

Nashville,  Tenn.) 

The  classroom  where  these  lessons  were  given  might  have  been  any 
classroom,  in  any  school,  in  any  locality.  In  one  corner  was  an 
improvised  kitchen  containing  an  oil  stove,  a  table,  cooking  utensils, 
spoons,  etc.  Each  child  was  asked  to  bring  an  apron.  The  boys 
were  not  "  aproned  "  the  first  two  days,  but  the  third  lesson  found 
them  completely  equipped. 

Perhaps  the  one  person  who  contributed  most  largely  to  the 
success  of  the  project  was  the  enthusiastic  and  cooperative  grade 
teacher.  She  saw  the  educational  opportunity,  welcomed  it,  and 
utilized  it. 

During  the  twelve  days  of  milk  study,  the  spelling,  language,  arith- 
metic, and  drawing  lessons  were  correlated,  and  milk  problems  crept 
skillfully  and  beguilingly  into  every  crack  and  cranny  of  the  regular 
work.  The  interest  was  intense. 

At  the  first  lesson  it  was  found  that  three  children  in  the  class  of 
thirty-six  did  not  like  milk;  five  others  were  not  drinking  it  although 
they  liked  it.  By  the  end  of  the  eighth  lesson  every  child  was  drink- 
ing at  least  one  glass  of  milk  a  day. 

By  making  the  work  simple  and  concrete,  these  third-grade  chil- 
dren seemed  to  grasp  the  meaning  of  the  composition  of  milk  as 
completely  as  any  sixth  or  seventh  grade  pupil.  Through  an  oral 

10 


test,  given  three  months  later,  the  teacher   found  that  the  funda- 
mental facts  were  remembered  with  surprising  accuracy. 

In  three  of  the  following  reports  the  exact  words  of  both  in- 
structor and  pupils  are  given,  just  as  they  were  recorded  by  a  sec- 
retary. No  alteration  has  been  made  except  to  add  an  occasional 
word  necessary  to  complete  a  sentence. 

Lesson  /.  —  The  Use  of  Milk,  as  a  Food. 

Demonstration  :  Pictures  were  used  to  illustrate  this  topic. 

Points  emphasized:  Young  animals  depend  upon  milk  for  de- 
velopment during  early  stages  of  growth.  Countries  where  milk  is 
used.  Description  and  pictures  of  dairy  farms.  Regulations  regard- 
ing milk  in  the  State  and  city.  Amount  of  milk  used  in  the  home. 
Dishes  in  which  milk  is  the  main  ingredient.  Care  of  milk,  with 
special  emphasis  on  cleanliness. 

Lesson  2.  —  Effect  of  Heat  on  Sweet  Milk- 

This  lesson  is  given  in  detail  on  page  14.  The  important  fact  here 
taught  the  children  is  that  they  can  enjoy  milk  and  get  its  benefits 
when  it  is  cooked  as  in  cocoa  or  soup. 


Lesson  3.  —  Effect  of  Heat  on  Sour 

Lesson  is  given  in  detail  because  its  chief  value  to  the  child  is  the 
knoAvledge  he  gets  of  the  muscle-building  substance  in  milk  —  namely, 
the  curd.  (See  page  19.) 

Recipe  used  in  making  the  cottage  cheese:  Heat  sour  milk  slowly 
until  the  whey  separates  from  the  curd.  Pour  off  the  whey,  and 
put  the  curd  into  a  bag  of  cheesecloth,  and  let  the  whey  drip  out 
for  several  hours.  Do  not  squeeze  the  curd.  Break  the  curd  with  a 
spoon  or  fork,  and  season  with  salt.  Enough  cream  or  butter  is  used 
to  make  the  curd  moist. 

Lesson  4.  —  Fat  in  Milk- 

Demonstration  :  Making  of  butter.  Recipe  used  :  Beat  sweet  thick 
cream  in  a  bowl,  or  shake  it  in  a  glass  jar.  After  the  butter  separates 
from  the  milk,  wash  it  in  cold  water  until  all  the  milk  is  removed. 
Salt  is  added,  if  desired.  (Butter  served  on  saltines.  Most  of  the 
children  buttered  an  extra  saltine  to  take  home  to  show  parents.) 

Points  emphasized:  The  difference  in  appearance  and  taste  be- 
tween whole  milk,  skimmed  milk,  and  cream.  Why  cream  comes 
to  the  top,  and  the  skimming  of  cream.  Heavy  cream  beaten 
thoroughly  forms  butter.  Value  of  butter  in  the  diet.  Amount  of 
cream  necessary  to  make  a  pound  of  butter. 

Scales  were  used  and  the  children  were  taught  to  read  them  accu- 
rately. 

11 


Lesson  5. — Water  in  Milk- 

Demonstration:  A  small  amount  of  milk  was  cooked  in  crucible 
over  Bunsen  burner  to  drive  off  moisture.  Samples  of  evaporated 
milk  and  condensed  milk  were  shown.  The  children  tasted  these  in 
the  original  form — then  added  water  and  tasted  again.  Discussion. 
.  Points  emphasized  :  Value  of  drying  milk.  Disadvantages  of  using 
dried  milk  instead  of  fresh.  The  cost  of  each  in  comparison  with 
fresh  milk.  Value  of  water  in  the  diet.  Approximate  amount  of 
water  in  milk. 

Lesson  6. — Use  of  Dried  Milk  in  Cooking. 

Demonstration :  As  the  children  did  not  like  concentrated  milk  in 
the  raw  state,  a  lesson  was  given  to  show  use  in  cooking.  Cream  of 
tomato  soup  made  from  evaporated  milk.  The  children  prepared 
the  soup  and  served  it  in  cups  with  saltines. 

Points  emphasized :  Value  of  milk  as  an  ingredient'  in  cooking. 
Other  dishes  which  may  be  made  with  evaporated  milk. 

Lesson  7. — Sugar  in  Milk- 
Given  in  detail  on  page  '2-\. 

Lesson  8. — Value  of  Milk  °s  a  Food  (Review). 

Demonstration :  Junket  was  made  to  illustrate  curd  formation. 

Points  emphasized :  General  review  on  the  composition  of  milk 
and  its  value  as  a  food.  Stomach  action  on  milk  forms  curds.  Neces- 
sity for  drinking  milk  slowly. 

Lesson  9. — Food  Value  of  Milk  in  Comparison  with  That  of  Other  Food  Materials. 

Demonstration :  Samples  of  other  common  food  materials,  such  as 
bread,  potatoes,  meat,  green  vegetables,  fruit,  sugar,  etc.,  were  placed 
on  a  table  each  in  100-calorie  portions.  It  was  shown  that  these  are 
equivalent  in  energy  value  to  five-eighths  cup  sweet  milk.  The 
children  weighed  and  measured  each  portion  of  food  material. 
Discussion. 

Points  emphasized :  The  advantages  of  milk. 

Lesson  10.-    The  Economy  of  Milk- 

Demonstration :  F'ood  materials  used  in  lesson  9.  Food  mate- 
rials arranged  according  to  protein  content  to  show  the  value  of 
milk  as  a  cheap  source  of  nourishment.  Rearrangement  of  food  in 
order  of  calcium  content,  to  show  milk  as  a  cheap  source  of  lime. 

Points  emphasized :  The  prices  of  dairy  products  compared  with 
those  of  other  food  materials. 

12 


Lesson  //. 

The  children  made  plans  for  an  exhibit  and  party  to  demonstrate 
to  their  parents  the  value  of  milk  as  a  food.  All  suggestions  for 
posters,  play,  music,  refreshments,  etc.,  came  from  the  class. 

t 

Lesson  12. 

Exhibit  and  party.     (See  page  29.) 


TO 


/N/CUPOf 


Poster  Made  by  a  Child  in  Grade  III. 


13 


LISTENING  IN  ON  ACTUAL  CLASSROOM  LESSONS. 

Lesson  2, 

Instructor.  What  did  we  say  yesterday  about  milk  as  nature's 
method  of  feeding  animals? 

Milton.  We  said  milk  is  used  by  lots  of  baby  animals  to  make 
them  grow. 

Instructor.     What  baby  animals  did  we  mention? 

Eleanor.     Calf  and  colt. 

Joan.    Pig. 

Baxter.     Puppy  and  kitten. 

Isabelle.     Bunny. 

Instructor.  When  we  speak  of  milk,  we  think  of  milk  from  what 
animal  ? 

Rob.     Cow. 

Charlie.     Goat. 

Instructor.  How  many  think  of  cow's  milk  if  I  say,  "  I  drank  a 
glass  of  milk  this  morning?  "  (All  hands  but  one.)  What  kind  of 
milk  do  you  think  of,  Charlie? 

Charlie.  I  guess  I  think  of  cow's  milk,  but  I  wouldn't  if  I  lived 
in  a  country  where  they  used  goats.  Then  I'd  think  of  goat's  milk. 

Instructor.  What  country  would  Charlie  be  living  in  if  he 
thought  of  "milk"  as  goat's  milk? 

Nelson.    Texas. 

Runcie.     They  don't  use  goat's  milk  in  Texas. 

Instructor.  No,  I  don't  believe  they  use  much  goat's  milk  in 
Texas. 

Nancy.  Last  night,  I  looked  in  a  book  about  goat's  milk,  and  it 
said  in  France  and  Switzerland  the  goats  came  around  to  the  door, 
and  people  went  out  and  milked  them.  Whenever  they  wanted  milk, 
they  would  order  goats  to  come  around. 

Sam.  I  thought  every  family  had  their  own  goat,  and  milked  it 
whenever  they  wanted  some  milk. 

Geraldine.     Probably  everybody  couldn't  afford  to  own  a  goat. 

Instructor.  Yesterday  I  asked  you  to  think  of  the  names  of  other 
animals  besides  the  cow  and  goat,  which  give  milk  for  people  to 
drink.  -What  ones  can  you  name  ? 

Baxter.     Camel  is  one. 

Instructor.  Yes,  indeed.  Where  did  you  find  out  about  the 
camel's  milk  being  used  for  people  to  drink? 

Baxter.     My  daddy  told  me. 

Ann  Ross.    Buffalo  is  another. 

Whitworth.     Reindeer. 

Martha.     Mare. 

Mary  Bell.     Llama. 

14 


Instructor.  We  have  a  long  list,  haven't  we?  Mrs.  Cow  isn't  the 
only  friend  we  have  who  supplies  people  with  milk.  What  did  we 
say  yesterday,  that  we  were  going  to  begin  to  do  to-day?  (All 
hands.) 

Eleanor.     Find  out  why  milk  is  good  for  us. 

Lawrence.     We  were  going  to  find  out  why  milk  is  nourishing. 

Bert.  We  were  going  to  find  out  how  to  make  Joan  and  Charles 
like  milk. 

Nancy.  I  looked  in  the  Book  of  Knowledge  about  milk,  and  it 
said  milk  contained  salts  and  sugar. 

Instructor.  I  am  glad  Nancy  thought  about  looking  in  the  Book 
of  Knowledge.  I  am  sure  she  can  help  us  a  great  deal. 

Nancy.      I  brought  the  book  to  show  you. 

Instructor.     Let's  describe  this  milk  as  we  see  it  here. 

Mary.     It's  white. 

Nelson.     Milk  is  a  liquid. 

Richard.     It's  got  cream  on  top. 

Instructor.     Which  is  heavier,  a  cup  of  cream,  or  a  cup  of  milk? 

All.    Milk. 

Instructor.    Why  does  the  cream  come  to  the  top  ? 

Several.    Guess  it  must  be  light. 

Instructor.  Those  are  good  points.  We  will  heat  this  sweet  milk 
and  see  if  it  changes  any  with  heat.  Three  of  you  may  come  to  the 
table  and  each  one  put  a  pint  of  milk  on  the  stove  to  heat.  . 

Ann  Ross.    Shall  we  use  this  double  pan? 

Eugene.    That  is  called  a  double  boiler. 

George.    Shall  we  put  milk  in  the  top  or  bottom  part  ? 

Helen.    Put  it  in  the  top. 

Mary.    You  put  milk  in  the  top  and  wrater  in  the  bottom. 

Instructor.    Why  not  put  the  milk  in  the  pan  right  next  to  the  fire? 

George.    It  will  scorch. 

Instructor.  Yes,  and  some  of  the  important  parts  of  the  milk 
might  stick  to  the  pan.  (Children  put  the  double  boilers  on  the 
xtorc.  Instructor  lights  the  burners.) 

Bert.    How  are  we  going  to  teach  Joan  and  Charles  to  like  milk? 

Amanda.    Could  we  make  hot  chocolate  ? 

Helen.    We  could  use  that  hot  milk  after  we  are  through  with  it. 

Instructor.  What  materials  do  you  use  in  making  chocolate  or 
cocoa  ? 

Whitworth.    Milk. 

Elizabeth.    Sugar. 

Geraldine.    Chocolate. 

Eleanor.    My  mother  uses  cocoa. 

Instructor.    What  is  the  difference  in  cocoa  and  chocolate  ? 

Overton.    Cocoa  is  in  a  box  and  powclerlike ;  chocolate  is  in  a  cake. 

15 


FYOI/DO/V 


A4ILKCHOCOME 
'  AA/b 
COCOA 


A  /I/O 


Poster  A/a</e  &*/  a  Child  in  Grade  III. 

Instructor.    Which  is  richer? 

Chester.    Chocolate. 

Instructor.  Yes;  cocoa  has  some  of  the  fat  removed.  Look  through 
our  supplies,  and  see  if  we  have  the  necessary  material. 

George.    The  milk  is  getting  too  hot.     (Several  go  to  see.) 

Mary  Todd.    It  has  bubbles  on  it. 

John.    It's  thicker. 

Martha.  Yes,  much  thicker.  (Instructor  takes  spoon  and  moves 
scum  to  one  side.) 

Lawrence.    It's  got  a  funny,  loose  skin  on  top  of  it. 

16 


Instructor.  Pass  the  pan  of  milk  around,  so  everyone  can  see  the 
little  thin  layer  on  top  of  hot  milk.  That  little  scum  is  an  important 
part  of  the  milk.  The  children  with  aprons  on  will  make  the  cocoa, 
if  Amanda  finds  we  have  the  materials. 

Amanda,     I  think  we  have  everything  that  we  will  need. 

Martha.    How  much  cocoa  shall  we  use  ? 

Instructor.  Martha  wants  to  know  how  much  cocoa  to  use.  We 
want  to  have  enough  after  it  is  made,  so*  that  each  one  of  us  may 
have  a  small  cupful. 

Joan.     Use  one  teaspoon  of  cocoa  for  each  cup. 

Richard.     I'd  think  it  would  take  a  tablespoon. 

Amanda.  My  mother  heats  sweet  milk,  and  puts  cocoa  in  it,  and 
cooks  it  a  little  while.  She  doesn't  use  sugar. 

Nelson.     That  would  taste  bitter. 

Amanda.     Well,  we  put  sugar  in  it  before  we  drink  it. 

Instructor.     How  much  sugar  do  you  use  ? 

Amanda.     Almost  two  teaspoons. 

Charlie.  My  mother  uses  about  one-fourth  cup  of  cocoa  and  a 
quart  of  milk,  when  we  have  it  for  Sunday  supper. 

Instructor.     Shall  we  try  Charlie's  recipe? 

All.     Yes. 

Instructor.     Does  your  mother  put  sugar  in  the  cocoa,  Charlie? 

Charlie.  Yes.  I  think  she  uses  about  as  much  sugar  as  she  does 
cocoa. 

Instructor.     How  many  cups  of  milk  will  we  need? 

William.     We  will  need  36. 

Ger aiding.    That  will  make  too  much. 

Bert.     I  think  12  would  be  enough. 

Instructor.     How  many  quarts  of  milk  would  that  be? 

Bert.     How  many  measuring  cups  are  there  in  a  quart? 

Eleanor.  May  I  measure  cups  of  water  in  that  empty  quart 
bottle? 

Instructor.  Yes,  I  wish  you  would.  Bert  may  help  you.  Let's 
make  out  our  recipe  to  serve  six  people,  six  regular  cups  of  cocoa. 
Since  we  are  going  to  have  but  one-half  a  cup,  a  recipe  for  six 
would  serve  how  many  half-cups? 

Tom.     Six  times  2  are  12. 

Instructor.  Yes.  How  many  recipes  will  we  have  to  make  if  1 
recipe  will  serve  12? 

Tom — Three  times  12  equals  36.  so  we  will  need  3  recipes. 

Instructor.     Good. 

Eleanor.     Bert  and  I  found  that  there  are  four  cups  in  a  quart. 

Instructor.  That  is  correct;  there  are  four  measuring  cupfuls  to 
a  quart.  Write  on  the  board  the  proportions  for  our  cocoa,  Eliza- 
beth. (Elizabeth  writes  "  J  cup  cocoa") 

17 


Elizabeth.     I  forget  how  much  sugar. 

Helen.     Use   one-fourth   cup   of   sugar,   too.     (Elizabeth 
"  !  cup  sugar ^  1  quart  milk,  1  cup  wafer.") 

Instructor.  To  make  the  cocoa  seem  a  little  rich  we  often  add  a 
teaspoon  of  something  which  makes  the  cocoa  a  little  thick/  What  is 
this  "something?" 

George.     Egg. 

Instructor.     That  is  good  but  expensive. 

William.     Flour. 

Instructor.  Yes;  flour  would  do,  or  we  could  use  something  very 
much  like  flour  in  appearance,  but  which  is  made  from  corn. 

Martha.     Cornstarch. 

Elizabeth.     Shall  I  add  a  teaspoon  of  cornstarch  on  the  board  ( 

Instructor.     Yes,  Elizabeth. 

Tom.     How  do  you  mix  the  things  together? 

Eleanor.  My  mother  mixes  sugar  and  cocoa  and  adds  some  water 
and  cooks  that,  then  she  puts  the  milk  in. 

Instructor.  I  think  that  is  a  good  method  to  bring  out  the  best 
flavor  of  cocoa.  It  is  best  to  stir  it,  while  it  is  cooking,  so  it  won't 
burn. 

Charles.     Shall  we  mix  this  now? 

Instructor.  Yes,  and  add  the  cornstarch  to  the  cocoa  and  sugar. 
(Four  children  work  together  on  one  recipe,  'mixing  and  cooking.} 

Charles.  It's  cooked  now:  Shall  we  mix  the  cocoa  and  the  hot 
milk  together? 

Instructor.  Yes;  put  the  cocoa  mixture  into  the  hot  milk,  then 
we  are  ready  to  serve.  We  will  go  to  our  desks  now,  and  12  children, 
who  did  not  help  in  making  the  cocoa,  may  act  as  our  hosts  and 
hostesses.  After  they  have  served  you,  they  may  serve  themselves. 

Geraldine.     Will  we  get  to  pour  it  in  cups,  and  pass  it  ? 

Instructor.  Yes;  we  have  some  saltines,  too,  which  we  will  pass 
with  the  cocoa.  (Cocoa  is  passed;  saltines  are  passed.) 

Bert.     Charles  is  drinking  cocoa. 

Chester.     So  is  Joan. 

Instructor.     Do  you  like  the  cocoa,  Charles? 

Charles.    Jf es,  Miss  Reaney. 

Instructor.  Do  you  get  the  same  nourishment  from  the  milk  as 
you  would  if  you  were  drinking  plain  milk  ? 

.    Charles.     I  am  getting  the  same  nourishment,  but  it  don't  taste 
like  milk. 

Instructor.     Joan,  do  you  like  the  cocoa? 

Joan.     Yes,  I  like  it  very  much. 

Instructor.  The  hosts  and  hostesses  will  please  stay  a  little  while 
after  the  class  is  dismissed  to  wash  the  dishes.  To-morrow  we  will 
see  if  other  things  may  be  found  out  about  milk. 

18 


Lesson  3. 

Instructor.  Let's  try  heating  this  milk  to  see  if  we  have  the  same 
thing  happen  to  it  that  happened  to  the  sweet  milk  yesterday. 

Eleanor.     It  is  sour,  isn't  it  ? 

Baxter.     Looks  like  clabber. 

Instructor.  Yes,  it  is  the  milk  we  left  in  the  room  during  our 
first  lesson,  and  it  has  become  sour. 

Nancy.     May  I  put  the  milk  in  a  pan  over  the  boiling  water? 

Instructor.  Yes,  Nancy;  you  may  watch  one  quart  of  milk  and 
Lawrence  may  watch  the  other  quart  while  it  is  getting  hot.  (Mill' 
put  in  double  boiler.) 

Instructor.     What  did  we  do  in  our  last  milk  lesson? 

Tom.     Made  cocoa. 

Instructor.     What  was  the  reason  we  wanted  to  make  cocoa? 

Tom.     To  find  out  more  about  milk. 

Nelson.     To  show  how  other  things  may  be  added  to  milk. 

Geraldine.     To  see  the  skim  on  top  of  milk. 

Bert.     So  Joan  and  Charles  would  drink  some  milk. 

Helen.  We  wanted  to  make  cocoa  so  that  we  could  see  how  milk 
could  be  changed  so  it  didn't  taste  like  milk,  or  look  like  milk,  yet 
the  milk  was  still  there. 

Instructor.     How  did  we  make  the  cocoa? 

Helen.  We  mixed  the  cocoa,  sugar,  cornstarch;  then  we  added 
water  and  cooked  that  a  little  while.  After  that  we  added  the  hot 
milk. 

Instructor.  That  was  a  splendid  answer.  What  were  the  pro- 
portions we  used,  Elizabeth?  (Teacher  writes  on  the  board.) 

Elizabeth.  One-fourth  cup  of  cocoa;  one-fourth  cup  of  sugar; 
one  teaspoon  of-  cornstarch;  one  cup  of  water;  one  quart  of  milk; 
a  few  grains  of  salt  on  end  of  teaspoon. 

Instructor.  How  did  you  happen  to  remember  the  recipe  so  well, 
Elizabeth? 

Elizabeth.     Isabel  and  I  made  some  last  night. 

Charles.     Lawrence  made  some  last  night. 

Instructor.     That  is  fine,  Lawrence.    Was  it  good  ? 

Lawrence.     Everybody  thought  it  was  the  best  they  ever  had. 

Tom.     I'm  going  to  make  some  when  I  get  home  to-day. 

Instructor.  When  we  heated  the  sweet  milk  for  the  cocoa,  what 
did  we  discover  about  milk? 

Mary.     It  has  a  skin  come  on  it  wrhen  it's  hot. 

Geraldine.     That's  the  best  part  of  the  milk,  isn't  it? 

Instructor.  It  is  a  very  important  part  and  should  never  be 
taken  off,  but  should  be  stirred  into  the  milk. 

Nancy.  Miss  Reaney,  come  here  quick  Some  of  the  water  from 
the  lower  part  of  the  pan  has  got  in  top  with  the  milk.  (Children 
go  to  stove  to  see.) 

it) 


.     I  think  that's  water  on  top. 

Nancy.     Where  did  it  come  from  ? 

Tom.     It's  water  in  the  milk. 

Martha.    It  is.  Miss  Reaney? 

Instructor.  Look  at  the  pans  carefully  to  see  if  the  water  could 
have  gone  from  the  bottom  to  the  top. 

Lawrence.  No,  it  couldn't  even  if  there  was  a  hole,  because  water 
can't  go  straight  up. 

Mary  Todd.  It's  water  in  the  milk.  I  know  milk  has  water  in 
it,  or  else  you  couldn't  pour  it. 

Instructor.  We  will  strain  the  heated  sour  milk  through  a  cloth. 
(Children  do  so.) 

Lawrence. — Look  at  the  lumps.     Looks  like  cheese, 

Geraldine.     Maybe  it  is  cheese. 
*Tom.     It  ain't  cheese.     They  make  cheese  in  a  factory. 

Joan.     It  is  funny  looking. 

Martha.  My  uncle  is  a  milkman,  and  when  his  milk  becomes  sour 
he  makes  cheese  out  of  it. 

Instructor.  I  want  some  one  to  taste  this  liquid,  which  we  call 
whey.  Do  you  remember  what  Miss  Muffet  ate  ? 

Martha.     Curds  and  whey. 

Mary.     That's  what  we  make,  isn't  it? 

Baxter.    It  tastes  sweet. 

WMtwwth.     I  think  it  tastes  sort  of  sweet. 

Eleanor.     It  hasn't  any  taste  to  me — maybe  it  is  a  tiny  bit  sweet. 

Instructor.     What  makes  things  sweet? 

Milton.     Sugar. 

Instructor.  Yes,  milk  contains  sugar,  and  most  of  it  is  found  in 
the  whey.  I  have  a  box  of  milk  sugar  here.  We  will  pass  it  around 
and  you  can  look  at  it,  and  taste  it.  The  water  is  all  taken  from  the 
wrhey  and  sugar  is  left. 

John.     Looks  like  powdered  sugar. 

Instructor.     What  is  the  use  of  sugar  .in  our  diet  ? 

Eugene.    Makes  things  taste  good. 

Instructor.  Yes,  and  sugar  gives  us  power  to  do  wrork,  unless  we 
eat  too  much.  What  do  you  eat  that  is  sweet  ? 

All.     Candy. 

Instructor.  Candy  is  most  all  sugar  and  is  good  for  us,  if  we 
don't  eat  too  much;  and  if  we  eat  it  at  the  right  time.  If  w^e  eat  too 
much  it  will  ferment  in  our  stomachs.  When  is  the  best  time  to 
eat  sweet  things  ? 

Mary.  My  mother  wron't  let  me  eat  any  candy  except  after  a  meal. 

Instructor.  Your  mother  is  very  wise,  Mary.  Why  does  she  not 
allow  you  to  eat  candy  whenever  you  choose? 

Mary.    I  don't  know. 

20 


"V 


\ 


PRoTE 


, 
BUILDS  UP 


Poster  Made  by  a  Child  in  Grade  III. 

I nvtructor.  Did  any  of  you  ever  eat  some  candy  right  before  din- 
ner, and  then  when  it  came  time  for  your  dinner  you  didn't  feel 
hungry  ? 

Several.    Yes,  I  have— I  have! 

Instructor.  Well,  that  is  because  sugar  is  so  quickly  digested  that 
you  feel  .satisfied  for  awhile,  but  after  an  hour  or  so  you  become 
very  hungry.  Sugar  alone  wouldn't  make  you  health}7;  in  fact, 
you  couldn't  live  if  you  ate  sweet  things  all  the  time  and  nothing 
else.  When  is  the  best  time  for  eating  sweet  things? 

21 


Eugene.    With  your  meals,  or  right  after. 

Instructor.    What  are  the  reasons? 

Baxter.  So  you  won't  eat  so  much  candy,  and  then  not  get  other 
things  to  eat,  which  are  better  for  you. 

Instructor.    Would  the  sugar  in  milk  be  good  for  you  ? 

Martha.  Yes,  sugar  in  milk  would  be  good  for  you,  because  you 
get  other  parts  of  milk  with  the  sugar. 

Eugene.    How  much  sugar  would  you  get  in  a  glass  of  milk? 

Instructor.  A  little  over  a  tablespoonful  in  one  measuring  cup. 
The  whey  has  all  dripped  out  now,  so  let's  take  the  bag  down  and  see 
what  the  curd  looks  like.  What  is  this  ? 

Baxter.    Cheese. 

Nelson.    It's  the  curd  of  milk. 

Instructor.  This  curd  is  very  important.  It  represents  the  part 
of  milk  which  builds  muscles.  Girls  and  boys  who  want  good 
muscles  should  be  sure  they  eat  much  building  food. 

Eugene.    Can  you  get  it  from  drinking  milk.    I  don't  like  cheese. 

Instructor.  Yes;  in  the  war  hospitals  the  wounded  boys  were 
given  milk  so  that  it  would  heal  their  wounds. 

Lawrence.  My  brother  had  fever  and  he  drank  milk  to  build  him 
up. 

Instructor.  This  part  of  milk,  which  builds  and  repairs  our 
muscles,  is  called  protein.  Protein  is  a  difficult  word  to  learn. 
(Teacher  writes  word  on  board.)  I'm  going  to  see  if  you  can  re- 
member such  a  difficult  word. 

Elizabeth.  If  Miss  Kelly  gives  it  to  us  in  our  spelling  lesson,  we 
can  learn  to  spell  it. 

Instructor.  That  would  be  splendid.  Miss  Kelly  may  think  it  is 
too  difficult. 

Bert.     I  can  spell  it  without  looking  on  the  board  now. 

Instructor.  Well,  we  will  see  to-morrow  what  you  can  tell  about 
the  word — protein.  What  shall  AVC  do  with  this  curd  ? 

Charles.     Mash  it  with  a  fork. 

Geraldine.     May  I  mash  it? 

William.     May  I? 

Instructor.  Yes,  Geraldine  and  William  may  put  the  curd  into  a 
bowl  and  mash  with  a  silver  fork. 

William.     Don't  you  put  salt  in  it? 

Instructor.     Do  you  think  it  would  be  better  with  salt  added  ? 

William.     Yes. 

Instructor.     All  right,  you  add  the  salt. 

Charles.  At  home  we  have  pepper  and  cream  in  the  cheese  we 
make. 

Instructor.  That  does  improve  the  cheese,  Charles.  Suppose  you 
add  the  cream  and  pepper.  Do  your  work  right  here  so  everyone 

22 


can  see.     What  do  you  think  of  tHis  cottage  cheese  as  a  part  of  a 
lunch? 

Lawrence.    It  would  be  good,  because  it  builds  you  up. 

Instructor.  Let's  weigh  the  cheese  to  see  how  much  two  quarts  of 
sour  milk  will  make.  (Teacher  demonstrates  the  weighing.  Milton 
and  Mary  weigh  the  cheese.) 

Milton.     It  weighs  about  a  half  of  a  pound. 

Instructor.  We  will  serve  our  cottage  cheese  on  crackers.  (Sev- 
eral are  chosen  to  spread  crackers  with  cheese;  to  pass  crackers,  etc.] 

Martha.     May  I  take  mine  home? 

Instructor.  Yes,  if  you  wish  to  do  so.  Would  it  be  cheaper  to 
make  cottage  cheese  at  home  than  to  buy  it  ? 

All.     Yes. 

Instructor.  What  would  we  have  to  know  in  order  to  answer  that 
question  correctly  ? 

Lawrence.     How  much  it  costs  when  you  buy  it. 

Richard.     How  much  is  milk  a  quart  ? 

William.     It  is  40  cents  a  quart. 

Margaret.    I  think  it  is  only  5  cents. 

Martha.     I  can  ask  my  mother. 

Instructor.  Shall  we  find  out  how  much  milk  and  cheese  cost  for 
our  next  lesson? 

All.     Yes. 

Lesson  7. 

Instructor.  Will  someone  write  on  the  blackboard  the  different 
things  we  have  found  milk  to  contain? 

(All  hands.    Runcie  writes,  "Milk  contains  water") 

Will  someone  else  write  on  the  blackboard,  besides  Runcie,  how  we* 
found  out  that  milk  contains  these  things  Runcie  is  writing  ? 

(All  hands.  Nancy  writes,  "All  the  water  may  be  taken  out  of 
milk  and  the  dry  things  left.  Then  water  may  ~be  added  again  to  the 
dry  things  and  make  milk  again"  Runcie  continues,  "  Milk  contains 
fat."  Nancy  writes,  "  We  made  butter  to  show  how  fat  is  in  milk." 
Runcie  writes,  "Milk  contains  sugar") 

Xelson,  take  Nancy's  place  at  the  board  and  write  how  we  found 
sugar  in  milk. 

(Nelson  writes,  "  We  tasted  the  way.  It  was  sweet.  We  saw  milk 
sugar  in  a  box") 

Charles.    He  means  whey — w-h-e-y. 

(Runcie  continues,  "Milk  contains  protein."  Nelson  writes,  "We 
made  cheese  from  sour  'milk,  and  Hots  of  milk  protein  is  in  cheese." 

Instructor,  That  is  very  good.  I  wonder  if  we  know  the  use  of 
these  parts  of  milk  in  our  bodies.  Let's  begin  with  the  first  one 
Runcie  wrote. 


Whitworth.  The  water  in  milk  keeps  our  body  well  by  keeping 
our  blood  moving,  and  keeping  the  parts  of  the  body  from  drying 
out. 

Overt  on.  Water  washes  the  inside  of  our  body  as  well  as  the  out- 
side. 

Nancy.  You  said  it  was  better  to  have  a  dirty  face  than  a  dirty 
stomach.  (Teacher  write*  the  uses  of  each  part  of  milk  in  the  Ijodij 
as  children  name  them.} 

Instructor.     What  is  the  use  of  eating  foods  containing  fat? 


t 


AM  L 


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70V/A 


Poster  Made  by  a  Child  in  Grade  III. 


Amanda.     Keep  us  warm. 

Or  erf  on.     Fat  keeps  us  warm. 

George.     Fat  keeps  MS  healthy. 

Milton.     Fat  keeps  us  well. 

Eleanor.     If  you  don't  eat  fat  in  milk  you  might  get  sick. 

Instructor.  Some  fatty  foods  are  better  for  us  than  others.  But- 
ter fat  is  especially  good.  What  is  the  use  of  sugar  in  the  diet  > 

Helen.     Makes  us  work  fast. 

Geraldine.     Too  much  sugar  will  make  you  sick. 

Ann  Ross.     You  should  eat  candy  with  your  meals,  or  right  after. 

Runcie.     Sugar  keeps  you  from  getting  hungry. 

Isabel.     I  save  my  candy  and  eat  it  after  my  meals  now. 

Instructor.  That  is  fine.  How  many  of  you  are  being  careful 
about  when  you  eat  candy?  '(Even/  hand.)  The  next  part  of  milk 
which  Runcie  has  mentioned  is  protein.  How  does  protein  help  us? 

Elisabeth.  Protein  is  one  of  the  best  parts  of  milk.  It  builds 
muscle. 

Richard.     Protein  makes  us  fat. 

Instructor.  We  don't  get  very  fat  on  protein.  Fatty  foods, 
sugars,  and  starchy  foods  make  us  fat. 

Amanda..  We  couldn't  make  sores  or  cuts  better  without  protein, 
and  we  have  to  get  it  by  eating  foods  that  have  protein  in  them. 
Milk  does. 

Robert.    We  would  die  without  protein. 

I  n  struct  or.  Now  let's  see,  milk  contains  food  materials1  that  build 
muscles  and  fat.  Is  there  anything  else  in  the  body  which  needs 
building  up  besides  muscular  tissue  and  the  fatty  tissues  ? 

Charles.     Foods  that  build  brain. 

Instructor.  The  foods  we  have  mentioned  build  brain  too.  AU 
foods  that  build  other  parts  of  the  body  build  brain  too.  There  is 
something  else  in  our  bodies  too,  which  must  be  nourished  especially. 
If  we  did  not  have  this  something  else  we  would  all  be  little  heaps 
on  the  floor.  (Deep  thinking  for  several  minutes.  Two  hands 
upheld.) 

Overton.     Bones. 

Instructor.     Yes.     Do  you  suppose  milk  can  build  bones? 

Xelson.  It  must  have  or  babies  couldn't  get  strong  enough  bones 
to  walk  on. 

Instructor.     How  do  the  bones  of  a  baby  compare  with  yours? 

Nancy.     They  are  smaller. 

Eleanor.    They  aren't  so  stiff. 

Instructor.     Did  vou  ever  see  little  children  with  their  legs  look- 

* 

ing  like  this  ()  ? 

Martha.     My  little  cousin's  legs  are  like  that. 


Will  you  tell  us  what  made  them  that  way,  Martha? 

Martha.  I  guess  she  walked  on  them  before  she  got  enough  milk 
to  make  them  stiff. 

Tom.  I  saw  a  little  boy  on  our  street  the  other  day,  and  he  was 
just  as  bowlegged ! 

Lawrence.     Do  some  foods  keep  you  from  being  bowlegged  ? 

Instructor.  When  you  are  little  you  need  to  be  sure  you  have 
foods  which  build  up  the  bone. 

Mary.     I  broke  a  bone  in  my  finger  once. 

Eugene.  Mary  should  eat  milk  so  her  finger  would  grow  back 
right. 

Instructor.  One  of  the  college  girls  took  everything  out  of  one 
cup  of  milk  except  mineral ;  she  boiled  the  water  out  and  then  burned 
the  rest  of  the  dried  substance,  and  she  had  this  left.  (Holds  up 
test  tube  with  the  ash  of  milk.} 

Whitworth,     Wouldn't  that  burn,  too? 

Instructor.  No,  this  would  not  burn.  It  is  what  we  call  the  ash 
of  milk.  When  you  burn  coal,  or  wood,  what  do  you  have  left? 

Mary.     Ashes. 

Instructor.  That  is  what  this  is ;  the  part  of  milk  which  will  not 
burn — the  ash  of  milk.  One  of  the  important  parts  of  this  ash  is 
called  calcium — c-a-1-c-i-u-m.  (Writes  word  on  board.)  Calcium 
is  one  of  the  main  parts  of  bone.  Milk  contains  lots  of  calcium,  so 
it  can  build  bone.  I  will  pass  this  tube  of  milk  ash  around  so  you 
can  see  it  better. 

Sam.    Looks  like  ground  bone. 

Thomas.     Looks  like  a  powder  we  give  our  chickens. 

Instructor.  What  other  hard  tissues  do  you  have  in  the  body  be- 
sides bone? 

Chester.     Finger  nails  are  hard. 

Amanda.     So  are  toe  nails. 

Instructor.  Anything  else?  It  would  be  difficult  for  us  to  eat 
if  we  didn't  have  this  other  hard  tissue  that  I  am  thinking  about. 

Several.     Teeth. 

Instructor.     Name  the  hard  tissues  of  the  body  again,  Mary  Todd. 

Mary.     Finger  nails,  teeth,  and  bones. 

Instructor.  Ash  not  only  builds  and  repairs  the  hard  tissues  of 
the  body,  but  it  also  aids  in  keeping  all  of  the  organs  in  good  con- 
dition. One  important  mineral,  iron,  however,  is  not  found  in  large 
enough  quantity  to  keep  the  blood  in  good  condition.  Name  some 
foods  we  can  eat  with  milk  which  contain  this  necessary  mineral. 

Chester.     Bread. 

Instructor.  Bread  doesn't  contain  much  iron.  Spinach,  turnip 
greens,  lettuce,  egg  yolks,  some  meats,  and  fruits  contain  iron.  Spin- 
ach has  lots  of  iron. 

20 


Nancy.  May  I  write  ash  on  the  board  under  water,  fat,  sugar, 
protein  ? 

Instructor.  Yes,  Nancy,  I  wish  you  would.  When  we  made  but- 
ter I  told  you  something  about  the  use  of  butter  fat,  which  made  but- 
ter fat  so  valuable.  Can  anyone  tell  me  about  that? 

Lawrence.  You  said  that  in  Denmark  little  children,  one  time,  all 
had  sore  eyes,  and  the  doctors  found  out  it  was  because  all  the  cream 
was  taken  out  of  milk,  and  the  butter  then  was  out. 

Instructor.  Yes,  butter  fat  contains  something  which  we  don't 
knowr  much  about,  nobody  does,  but  if  you  don't  get  butter  fat  your 
eyes  get  sore,  and  you  don't  grow  well.  I  have  some  pictures  here 
showing  some  rats.  Some  of  them  got  butter  fat,  and  some  didn't. 

Tom.     I  guess  those  little  ones  didn't  get  any. 

Instructor.  You  are  right,  Tom.  Although  these  little  rats  are  of 
the  same  age  and  are  brothers  to  these  nice  fat,  big  rate,  they  didn't 
grow  strong  and  well  because  they  didn't  get  this  property  of  milk. 

Tom.     Shall  we  add  that  to  list  on  board  \ 

Instructor.  Yes,  Tom.  Will  you  write  it  ?  What  shall  we  say  of 
the  use  of  butter  fat  ? 

Geraldine.     Makes  us  grow  and  be  well. 

Baxter.     Keeps  our  eyes  from  getting  sore. 

Instructor.  I  have  something  here  which  I  hope  will  interest  you. 
This  is  the  third  grade's  milk  chart.  Each  one  of  you  will  have  a 
column  of  little  squares.  Under  your  column  will  be  written  your 
name  and  your  weight.  Each  day  that  you  drink  two  glasses  of 
milk  you  may  fill  in  your  square  with  colored  crayon.  Each  one  will 
have  a  certain  color.  It  might  be  pretty  to  use  the  rainbow  colors — 
red,  orange,  yellow,  green,  blue,  and  violet. 

Eleanor.     I  want  red. 

Instructor.     You  and  Miss  Kelly  can  decide  about  the  colors. 

William.  If  I  drink  only  one  glass  of  milk,  how  would  I  mark  it 
on  the  chart? 

Runcie.     He  could  fill  in  half  of  the  square. 

Geraldine.     Suppose  I'd  only  drink  one-half  a  glass? 

Instructor.  That  is  a  splendid  arithmetic  problem.  Think  about 
that.  Geraldine  asks  how  she  would  mark  the  chart  if  she  should 
drink  only  one-half  a  glass. 

-Tom.     She  would  fill  only  one-fourth  of  the  square. 

George.     I  drink  milk  every  chance  I  get  now. 

Howard.    I  used  to  hate  milk,  but  I  like  it  now. 

Charles.     Milk  used  to  make  me  sick,  but  it  doesn't  any  more. 

Amanda.     If  you  drink  cocoa,  will  that  count  ? 

Instructor.     What  does  the  class  think  about  it  ? 

Eugene.     I  should  think  it  would,  if  the  cocoa  is  made  of  milk. 


27 


oo  I 


Poster  Ma</e  by  a  Child  in  Grade  III. 

WMtworth.     Would  soup  made  with  milk  count? 

Instructor.  Yes,  if  you  know  how  much  milk  is  used/  I  am  go- 
ing to  arrange  a  convenient  time  for  you  and  Miss  Kelly,  so  that 
I  may  weigh  all  of  you  tomorrow,  then  the  next  day  we  can  start 
our  chart. 

Lesson  12. — The  Exhibit  and  Party. 

The  final  lesson  was  an  entertainment  which  the  children  them- 
selves planned  for  their  mothers  and  teachers.  Forty  guests  came 


28 


to  the  "  party  "  and  were  entertained  with  milk  exhibits,  posters,  a 
milk  song,  a  play,  and  refreshments. 

The  following  exhibits  were  arranged  by  the  children  on  tables 
in  different  parts  of  the  room : 

Food  materials  equal  approximately  to  1  pint  of  milk  in  the 
amount  of  muscle  building  material — 30  walnuts  (in  shell)  ;  6  me- 
dium sized  potatoes;  3  eggs;  1J  cups  rolled  oats  (not  cooked);  1 
cup  of  rice;  7  slices  bread;  32  apples;  2  square  inches  of  cheese. 

Food  materials  equal  approximately  to  1  pint  of  milk  in  the 
amount  of  heat  and  energy -giving  power — 1  head  cabbage;  J  cup 
sugar ;  3  tablespoons  butter ;  2^  portions  beef ;  4  eggs ;  2  large  apples ; 
4  figs ;  4  cups  toasted  cornflakes. 

A  glass  of  milk  (-J  pint)  with  the  approximate  amount  of  butter 
(f  tablespoon),  sugar  (1J  tablespoons),  protein  (3J  tablespoons, 
represented  by  cottage  cheese),  mineral  (J  teaspoon),  and  water 
(|  cup)  was  exhibited  by  the  children,  to  give  a  general  idea  of  the 
composition  of  the  whole  milk. 

Another  table  contained  the  different  brands  of  condensed,  evapo- 
rated, powdered,  and  malted  milk. 

::Each  child  explained  the  exhibits  to  his  invited  guest,  in  a  tour 
around  the  room. 

On  the  walls  were  hung  the  posters.  A  poster  had  been  made  by 
each  child,  who  was  entirely  responsible  for  ideas,  wording^  printing, 
and  selection  of  the  pictures  used. 

After  the  guests  had  seen  the  exhibits  and  posters,  the  children 
sang  the  following  song : 

"A  milk  weed,  and  a  buttercup,  and  a  cowslip,"  said  sweet  Mary, 
"Are  growing  in  my  garden  plot,  and  these  I  call  my  dairy." 

A  little  play,  arranged  by  the  children,  was  presented  after  the 
song.  The  play  was  divided  into  two  parts.  The  scene  was  in  a 
doctor's  office,  the  nurse  and  doctor  being  in  the  room.  The  nurse 
announced  the  first  patient,  a  very  thin  boy,  who  entered  the  office 
in  a  very  weak  condition.  After  diagnosis,  the  doctor  advised  the 
use  of  milk  daily,  and  asked  him  to  report  again  in  a  month.  The 
next  patient  was  a  little  girl  dressed  as  a  young  woman,  and  carry- 
ing a  sick  child  (doll).  The  doctor  examined  the  child  and  sug- 
gested the  use  of  milk,  which  he  explained  would  help  to  build  the 
bones,  and  thus  prevent  the  child  from  being  so  bowlegged.  He 
asked  the  mother  to  bring  the  child  back  in  a  month. 

The  second  scene  was  a  month  later.  The  first  patient  entering 
was  a  fat,  robust  boy,  who  said  he  was  the  same  boy  there  a  month 
ago.  The  doctor  could  scarcely  believe  him.  as  he  had  changed  so 
very  much.  He  dismissed  the  boy.  after  charging  him  $10.  The 
second  patient  was  the  young  child,  who  had  gained  remarkably, 


29 


and  was  less  bowlegged  than  before.  After  charging  the  mother 
$10,  the  child  was  dismissed. 

The  nurse  and  doctor  discussed  the  marvelous  value  of  milk,  and 
then  left  the  office. 

In  one  corner  of  the  room  the  children  prepared  hot  cocoa,  which 
they  served  with  buttered  saltines  to  the  guests.  The  children  made 
the  butter  that  was  used. 

The  guests  thanked  the  children  for  inviting  them,  and  were  very 
appreciative  of  both  the  exhibit  and  the  party. 


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Poster  Made  by  a  Child  in  Grade  III. 


Class-Room  Weight  Record 


RIGHT  HEIGHT  and  WEIGHT 
FOR  BOYS 


II II I 


ABOUT   WHAT  A  BOY  SHOULD 
GAIN  EACH  MONTH 


ABOUT  WHAT  A  GIRL  SHOULD 
GAIN  EACH  MONTH 


DEPARTMENT  OF  THE  INTERIOR 
BUREAU  OF  EDUCATION 


RIGHT  HEIGHT  and  WEIGHT 

FOR  GIRLS 

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Height  and  weight  to  be  taken  n  house  clothes,  without  shoes.     Weigh  on  tbe  same  day  each  month.    Age  the  nearest  birth- 
day.   Each  child  to  enter  his  own  weight. 


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AT 

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HEALTH  EDUCATION  PUBLICATIONS 

MAY  BE  PROCURED  FROM 

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